the game hierarchy.

This page talks a little bit about the organization of the game, although I did not have the chance to assemble actual mockups of the game action screens themselves with custom artwork.

The first entry into the game will allow each player to build an AstroAvatar. This character will represent players within the gameplay on any boards where they appear as themselves in the action, and on the game/class leaderboard. Students can select things like color of astrosuit, hair color, face, etc. I may also explore the possibility of integrating the functionality of using existing Bitmojis here.

The Leaderboard shows where each player is on the journey. It will be a graphic representation of the Solar System, and will show each student’s AstroAvatar on the planet or on the level that is currently reached. This gives students a visual representation about where they are at in the overall journey, but also gives them a chance to be competitive with one another.

Students begin on the planet Mercury. Each Planet represents a main level. Every main level encompasses a challenge wherein the player must successfully record an excerpt from band music as well as another exercise (or more) in order to pass through that challenge and level up to the next planet. Included within the play of each level will be an explanation of the concept being practiced, and a demonstration of how it integrates with the particular excerpt from the music.

The teacher has an opportunity to customize the action by choosing the exercise from their own method book or concert music to match the overall concept being taught. It is also possible for the student to complete the pre-loaded exercises to pass the level without any customization on the teacher side.

Each level will operate with an existing software called SmartMusic. I plan to develop how player scores from the recording samples will automatically update into the game and this will determine whether a player passes a level or not.

Between levels, students complete bi-weekly formative assessments named after constellations which are essentially barriers over all the instrumental skills taught between the levels. Once passing these levels, students will earn 3D-printed “coins” (tied on clear string) to display with the ribbons they earn on other levels. Students are still able to work ahead in the game, even though the overall timing of the game will match up to the teaching of class material. If students return for a second pass through the game (or more!) a star will be displayed on their AstroAvatar to show they have already completed the game once, twice, etc. The difficulty level will change accordingly.

The midway and final assessments will require more difficult tasks to pass, and are represented by certain designated colors of ribbon, These levels offer teachers a chance to obtain a summative assessment for students, and allow the players to see the manifestation of the hard work they put in on playing. These playing tests will also incorporate a “quiz” component where other types of questions will accompany the recording tasks. This content will be recorded using Google Forms or similar.

The specific requirements of each level are an element which will be developed as I continue work on the project in my practicum.